Where's the Learning in Service-Learning? Review

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(More customer reviews)For years, many educational researchers and practitioners have been looking for research that helps us understand how the engagement of students in service-learning activities - community service activities that are integrated with academic learning - affects students' learning. Based on the findings from two large service-learning research studies, the book presents a comprehensive discussion of the dimensions of "learning" and then provides a thorough analysis of how service-learning affects the development of each dimension. This well-written and thought-provoking book provides important answers to the most asked question in the field of service-learning: Where's the learning in service-learning? This book is certainly one of the best books in the field of experiential education. I highly recommend it for any interested in understanding how active learning pedagogies, such as service-learning, affect students' learning. Although the book focuses on students in higher education, the findings from Eyler and Giles's research have implications for understanding how service-learning affects K-12 students.

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"It is hard to overstate the importance of this book to the field. The research presented here should contribute significantly to those responsible for improving program effectiveness or advocating for this kind of pedagogy. The careful research and thoughtful commentary provide a wealth of insights about service-learning and how best to do it."--Michigan Journal of Community Service Learning"A groundbreaking book that unearths what all service-learning researchers and practitioners need to know."--Andrew Furco, director, Service-Learning Research & Development Center, University of California at BerkeleyThis timely volume is the first to explore service-learning as a valid learning activity. The authors present extensive data from two groundbreaking national research projects. Their studies include a large national survey focused on attitudes and perceptions of learning, intensive student interviews before and after the service semester, and additional comprehensive interviews to explore student views of the service-learning process.

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